J. Randy McGinnis & Carolyn Parker

Abstract

This study's purpose was to present a detailed description and an interpretation of what happens to first year new teachers who are prepared to make connections between science and mathematics and to teach in a manner consistent with the recommendations in the national science education reform movement. The focus was on two sets of participants: 1) all new graduates (N=57) from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program supported by National Science Foundation funding, and 2) a select sample of first year new graduates of the program in the workplace (elementary and middle level schools) (N=5). Survey and case study methodologies were used. We reported survey results in comparison to a national sample. We reported differing social strategies enacted by the five new teacher case study participants in response to perceived constraints in the workplace. Our research suggests that a reform-oriented mathematics and science teacher preparation program can recruit, educate, and graduate a cadre of new teachers who are employed by school districts. The new teachers from such a teacher preparation program have the capabilities and intentions to teach mathematics and science in a reform-based manner that makes connections between the disciplines by using high quality science mathematics. However, the new teachers' school cultures was a major factor in whether reform-aligned mathematics and science teaching was implemented regularly by the new teachers and if the new teachers continued to teach in those schools.

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